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Creating Reflective Practitioners
January 19, 2017
Adults do learn through play; and where they are learning, children are likely to be learning, too.
-Betty Jones, Educator and Mentor, 1930-2022
-Betty Jones, Educator and Mentor, 1930-2022
"Directors often lament how difficult it is to change teachers so that teaching practices are more developmentally appropriate and interactions with parents and other staff are more professional. The reason for the difficulty is that change efforts typically focus on increasing teachers' knowledge base... But knowledge is only part of the equation when it comes to helping teachers grow in professional competence. Directors must also help teachers become reflective practitioners. And reflection begins with an examination of one's own belief system," says Paula Jorde Bloom in a chapter she wrote in Art of Leadership: Developing People in Early Childhood Organizations.
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Comments (1)
Displaying 1 CommentCSBC
Denver, CO, United States
While it is important for teachers to become reflective practitioners, my experience with college students working in the field is that their administrators do not model developmentally appropriate practice or how to work effectively with parents. Everything begins with the director: they need to provide a climate where developmentally appropriate practice is celebrated and implemented, and where commutation with parents is open and supportive.
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